Active Science: Integrating Physical Activity and Science Learning into the Afterschool Environment

Abstract

Background: Afterschool programs offer significant opportunities to increase physical activity levels and improve academic performance of children. Purpose: This study assessed an innovative approach to embed physical activity into science lessons in an afterschool community setting. Methods: Participants were 47 boys and girls (age = 10.8 ± 0.7 years) enrolled in an afterschool program offered at a YMCA located in an economically disadvantaged urban community. The 6-week curriculum included a 30-minute, twice-a-week physical activity intervention. The Active Science (n = 16) group participated in a series of age/grade appropriate science lessons that involved using their activity data (i.e., steps, distance, and calories) to explore and reinforce important science concepts. The control group (n = 31) participated in the physical activity component only. Results: A 2(time) × 2(group) repeated multivariate analysis of variance (MANOVA) test showed that the group was not significant, F (24, 1) = 0. 51, P>.05. The time effects were significant on steps/hour, F (24,1) = 43.07, distance/hour, F (24,1) = 26.31; calories/hour, F (24,1) = 23.50; and science scores, F (24, 1) = 39.00, all Ps < .001. Discussion: The results of this study suggest an active education intervention showed promising effects on promoting physical activity and science learning. Translation to Health Education Practice: Afterschool programs should endorse innovative strategies to incorporate movement and activity into their curricula.